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Practice Makes Perfect: MSW Students Reflect on Skill-Based Teaching Methods in Clinical Social Work Education.

Molly Magill1, Nadine R Mastroleo2, Alexis Kuerbis3

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Social work students generally view skill-based teaching methods positively. Recommendations focus on improving authenticity and reducing performance anxiety in practice observation and feedback techniques.

Keywords:
Clinical trainingExperiential learningField educationQualitativeRole playSimulationSocial work education

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Area of Science:

  • Social Work Education
  • Pedagogy
  • Clinical Skills Training

Background:

  • Skill-based teaching methods, incorporating practice observation, demonstration, and performance assessment with feedback, are crucial in social work education.
  • Understanding student experiences with these methods is vital for refining pedagogical approaches.

Purpose of the Study:

  • To explore Masters of Social Work (MSW) students' experiences with and perceptions of skill-based teaching methods.
  • To identify common themes and student recommendations for improving these teaching strategies.

Main Methods:

  • A qualitative focus-group study was conducted with 40 MSW students from six US universities.
  • Framework-guided content analysis was applied to identify key themes in student experiences and attitudes.

Main Results:

  • Four themes emerged: classroom-based observation/feedback, field-based observation/feedback, simulation methods (standardized patients, computer), and general attitudes.
  • Classroom role-plays were the most common experience; attitudes were generally positive, but concerns about authenticity and performance anxiety were noted.

Conclusions:

  • Student experiences with skill-based teaching methods are diverse, with simulations offering valuable learning opportunities.
  • Recommendations emphasize enhancing preparation, refining simulated client roles, and optimizing feedback mechanisms to improve skill acquisition and reduce student anxiety.